Cover
Contents
Chapter 1: Introduction
Chapter 2: Learner errors
2.1 Defining key terms
2.1.1 Relativity
2.1.2 The contrasts between L1 and L2 learners
2.1.3 Errors vs. Mistakes
2.1.4 Measures of deviance
2.1.5 Defining language errors
2.1.6 Identifying Errors
2.1.7 Error gravity
2.2 Significance of errors in the process of language learning
2.2.1 Behaviorism and error eradication
2.2.2 Behaviorism under fire: Universal Grammar
2.2.3 Error Analysis
2.2.4 Cognitive approaches to language learning and errors
2.2.5 Summary
2.3 Pedagogical implications of errors. 2.3.1 Error correctionChapter 3: Errors and communicative competence
3.1 Canale and Swain's model of communicative competence
3.2 Bachman's model of communicative language ability
3.3 Celce-Murcia, Doernyei and Thurell's model of communicative competence
3.4 The Common European Framework of Reference
3.4.1 General competences
3.4.2 Language-related competences
3.5 Models and competences: implications for error analysis
3.6 Communicative competence extended: What are we missing?
3.6.1 Interactional competence
3.6.2 Intercultural competence
3.6.3 Strategic competence. 3.6.4 Communicative functions and theories of politenessChapter 4: The CLT paradigm shift and its implications
4.1 Classroom changes brought about by the CLT paradigm shift and their implications for the study of learner errors
4.1.1 Learner autonomy
4.1.2 The social nature of learning
4.1.3 Focus on meaning
4.1.4 Diversity and learning strategies
4.1.5 Summary: Implications for the study of learner errors
4.2 Theoretical underpinnings of the changes introduced by the paradigm shift
4.2.1 The relationship between the CLT paradigm shift and modern curricula. 4.3 The impact of the paradigm shift on learners' performance and lesson characteristics4.3.1 Learner performance
4.3.2 Lesson characteristics
4.4 Summary and discussion
4.5 Research questions
Chapter 5: Methodological considerations
5.1 Recording communicative competence
5.1.1 Role plays
5.1.2 Oral interviews
5.1.3 Text reconstruction
5.1.4 Information gap tasks
5.1.5 Elicited response letter
5.2 Increasing test validity: models of writing
5.3 Increasing test reliability
5.4 Methods
5.4.1 Sample and design
5.4.2 Instruments and procedure
5.4.3 Example of a coded letter. Chapter 6: Error categorization6.1 The limitations of error taxonomies
6.1.1 Fuzziness and interdependence of error categories
6.1.2 Descriptive vs. diagnostic levels of analysis
6.1.3 The structure of taxonomies
6.1.4 Focus on errors in educational contexts
6.1.5 Annotation vs. categorization
6.2 The proposed categorization system
6.2.1 General attributes
6.2.2 The proposed taxonomy: the descriptive level
6.2.3 The proposed taxonomy: the diagnostic level
6.2.4 The proposed taxonomy: degree of deviance
Chapter 7: Results
7.1 Errors: a general overview
7.1.1 Word Count.